A systematic search is given for products where reversing the digits does not change the answer. Related questions are suggested that can be solved by the same discovery approach. (MP)

This article proposes a taxonomy of strategies for single-digit multiplication, then uses it to elucidate the nature of the learning tasks involved in multiplication. In preceding work, it has generally been assumed that much of children's strategy development is driven by changes in their general conceptual capabilities relating to number. In…

Research addressing the effectiveness of feedback for learning has focused on many dimensions of feedback, including the timing (Kulik & Kulik, 1988), type (Mory, 2004), and amount of available information (Dempsey et. al, 1993). Much of the feedback research in education has tacitly assumed that the available information is perceived, and any…

This study examines a wide range of numerical representations (i.e., quantity, knowledge of multiplication facts, and use of parity information) in adult deaf signers. We introduce a modified version of the number bisection task, with sequential stimulus presentation, which allows for a systematic examination of mathematical skills in deaf…

Studies on distributive sentences by Weaver and by Hobbs are reviewed, with procedures and findings summarized. Data from Hobbs were reanalyzed to answer the question, to what extent did individual students tend to use the same solution method for all four types of open sentences? A one-way ANOVA indicated that there appeared to be no differential…

The effects of several variables on the ability of students to solve open sentences involving multiplication and division were examined. The variables considered were sex, grade level, position of the unknown in the sentence, and operation. (SD)

Computational algorithms appearing in early American arithmetic text are discussed. (SD)

The method described here converts a given problem in a base other than ten to a related problem in base ten, solves the related problem in base ten, and converts the answer back to the original base. Limitations are discussed. (MP)

Observations of students working with subtraction and division are reported. The instructional situation and goals of the teacher are discussed. (SD)

Activities are presented that focus on attributes of numbers. The activities highlight such attributes as more than, equal to, greater than, less than, LCM, prime and factor. The activities provide practice in motivational game-oriented situations. (RH)

How to develop multiplicative magic squares is discussed. Various types of numbers are used in the examples. (MNS)

The purpose of the study was to help teachers understand the importance of using the Lattice Method in teaching multiplication with whole numbers and decimals to students with learning disabilities. The common errors made by learning disabled students in multiplication with whole numbers were analyzed. In the study, students with learning…

A rationale is given for the Russian-peasant algorithm for multiplication indicating why it works as well as how it works. (DT)